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TWS 3: Short Range Plan

Third Grade ELA (Reading)

August-October

Unit Overview
During my clinical experience, I will be teaching a mini-unit that is based off of South
Carolinas Reading Literacy Text Standards. The mini-unit will cover the second and third bend
of Lucy Calkins Building a Reading Life Unit. Students will focus in on understanding stories and
tackling more challenging language. Students will be covering seven major standards during this
three week period. The students are taught a mini-lesson each day through direct instruction.

The students are mainly visual and tactile learners. To accommodate for the students,
each lesson that is taught has a chart for them to view during instruction and independent
practice. Since the unit is based in the Lucy Calkins unit, not all lessons can be adapted for our
tactile learners. There are some activities that the students participate in that involve acting out
an expression or voice their opinion by symbols.
Week One
Session Objective Reading Standards (RL and I)
LABOR LABOR DAY LABOR DAY
DAY
Students will focus on RL.5.1 Ask and answer literal and inferential questions
imagining how a story could to determine meaning; refer explicitly to the text to
play out based on what has support inferences and conclusions.
9 already happened. At the end, RL.6.1 Determine the theme by recalling key details
the student should be able to that support the theme.
express whether their RL.7.1 Explain how illustrations contribute to create
prediction was correct or not. mood or emphasize aspects of character or setting.
Students will predict a storys RL.5.1 Ask and answer literal and inferential questions
ending based on what has to determine meaning; refer explicitly to the text to
already happened. They will support inferences and conclusions.
10 begin to use evidence and RL.6.1 Determine the theme by recalling key details
details to back up their that support the theme.
predictions.
Students will retell what RL.5.1 Ask and answer literal and inferential questions
happens in a story. Students to determine meaning; refer explicitly to the text to
will question their level of support inferences and conclusions.
reading and set goals that will RL.6.1 Determine the theme by recalling key details
help them become better that support the theme.
readers. RL.7.2 Compare and contrast how an author uses
characters to develop theme and plot in different texts
11 within a series.
RL.8.1 Use text evidence to:
A. describe characters traits, motivations, and
feelings and explain how their actions
contribute to the development of the plot; and
B. Explain the influence of cultural and historical
context on characters, setting, and plot
development.
Students will be able to give I.1.1. Formulate questions to focus thinking on an idea
themselves a comprehension to narrow and direct further inquiry.
check by asking questions. I.3.1. Develop a plan of action for collecting relevant
information from primary and secondary sources.
I.3.2. Organize and categorize important information;
12 collaborate to validate or revise thinking; report
relative findings.
I.5.1. Acknowledge and value individual and collective
thinking.
I.5.3. Assess the process and determine strategies to
revise the plan and apply learning for future inquiry.
Week Two
Session Objectives Reading Standards (RL)
Students will be able to I.1.1. Formulate questions to focus thinking on an
give themselves a idea to narrow and direct further inquiry.
comprehension check by I.3.1. Develop a plan of action for collecting
asking questions. relevant information from primary and secondary
sources.
I.3.2. Organize and categorize important
12 information; collaborate to validate or revise
thinking; report relative findings.
I.5.1. Acknowledge and value individual and
collective thinking.
I.5.3. Assess the process and determine strategies
to revise the plan and apply learning for future
inquiry.
Students will discuss and RL.5.1 Ask and answer literal and inferential
model what it means to questions to determine meaning; refer explicitly
write with GRIT. to the text to support inferences and conclusions.
RL.10.1 Use paragraph-level context to determine
13 the meaning of words and phrases.
(Bend 3 RL.10.2 Determine the meaning of a word when
Begins) an affix is added to a base word.
RL.10.6 Acquire and use general academic and
domain-specific words and phrases that signal
spatial and temporal relationships; demonstrate
an understanding of nuances.
Students will climb over RL.9.1 Identify and explain how the author uses
the hurdle of hard words idioms, metaphor, or personification to shape
by using different meaning and style.
strategies. They will RL.9.2 Explain how the authors choice of words,
notice that some illustrations, and conventions combine to create
strategies do not work mood, contribute to meaning, and emphasize
14 for certain words. aspects of a character or setting.
RL.10.1 Use paragraph-level context to determine
the meaning of words and phrases.
RL.10.6 Acquire and use general academic and
domain-specific words and phrases that signal
spatial and temporal relationships; demonstrate
an understanding of nuances.
Students will be able to RL.9.1 Identify and explain how the author uses
15 use the texts clues to idioms, metaphor, or personification to shape
determine the meaning meaning and style.
of an unfamiliar word. RL.9.2 Explain how the authors choice of words,
illustrations, and conventions combine to create
mood, contribute to meaning, and emphasize
aspects of a character or setting.
RL.10.1 Use paragraph-level context to determine
the meaning of words and phrases.
16 Students will make RL.9.1 Identify and explain how the author uses
educated guesses as to idioms, metaphor, or personification to shape
what a confusing meaning and style.
expression may mean. RL.9.2 Explain how the authors choice of words,
Students will use what illustrations, and conventions combine to create
they already know to mood, contribute to meaning, and emphasize
make the guess, and aspects of a character or setting.
check their guess after
they have learned more
about the story.
Week Three
Session Objectives Reading Standards (RL)
Students will make RL.9.1 Identify and explain how the author uses
educated guesses as to idioms, metaphor, or personification to shape
what a confusing meaning and style.
expression may mean. RL.9.2 Explain how the authors choice of
Students will use what words, illustrations, and conventions combine
16 they already know to to create mood, contribute to meaning, and
make the guess, and emphasize aspects of a character or setting.
check their guess after
they have learned more
about the story.
Students will begin to RL.5.1 Ask and answer literal and inferential
notice that the text questions to determine meaning; refer
wants them to question explicitly to the text to support inferences and
why the author wrote a conclusions.
part of the text. RL.6.1 Determine the theme by recalling key
details that support that theme.
RL.7.1 Explain how illustrations contribute to
create mood or emphasize aspects of character
17 or setting.
RL.8.1 Use text evidence to
A. describe characters traits, motivations,
and feelings and explain how their
actions contribute to the development
of the plot; and
B. Explain the influence of cultural and
historical context on characters, setting,
and plot development.
Students begin to RL.5.1 Ask and answer literal and inferential
question and answer questions to determine meaning; refer
why the author wrote explicitly to the text to support inferences and
certain pieces of the conclusions.
story. RL.6.1 Determine the theme by recalling key
details that support that theme.
RL.7.1 Explain how illustrations contribute to
18 create mood or emphasize aspects of character
or setting.
RL.8.1 Use text evidence to
A. describe characters traits, motivations,
and feelings and explain how their
actions contribute to the development
of the plot; and
B. Explain the influence of cultural and
historical context on characters, setting,
and plot development.
Students will write a RL.7.1 Explain how illustrations contribute to
memory to remember create mood or emphasize aspects of character
from the past unit. or setting.
19 RL.7.2 Compare and contrast how an author
uses characters to develop theme and plot in
different texts within a series.
Students will be assessed
Post- on the previous unit by
Assessment reading passages and
answering questions.
Bend Topic Student Objective
Bend II: Understanding the Story
1. Asking Questions While Reading 1. Students will be able to give themselves a
to Check For Comprehension comprehension check by asking questions.
2. Visualizing While Reading 2. Students will understand that authors sometimes want
3. Thinking About Their Reading them to stop and make a movie in their mind, while
4. Predictions other times they want them to collect information.
3. Students will think about their reading by retelling what
happens in the story. Students will question their level
of reading and set goals that will help them become
better readers.
4. Students will now begin to focus on imagining how a
story could play out based on what has already
happened. They will begin to use evidence and details
to back up their predictions.
Bend III: Tackling More Challenging
1. Using Strategies to Figure Out 1. Students will climb over the hurdle of hard words by
Hard Words using different strategies. They will notice that some
2. Figuring Out Difficult Vocabulary strategies do not work for certain words.
3. Figurative Language 2. Students will be able to use the texts clues to
4. Authors Purpose determine the meaning of an unfamiliar word.
3. Students will make educated guesses as to what a
confusing expression may mean. Students will use what
they already know to make the guess, and check their
guess after they have learned more about the story.
4. Students begin to question and answer why the author
wrote certain pieces of the story.

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